Programme Exit Survey (PES)

Report

Diploma in Civil Engineering -

DKA

December 2012 Session

Politeknik Kota Kinabalu (PKK)

Sabah

RESEARCH COMMITTEE

Member of Advisory Committee

NO NAME POSITION1 Wan Mohamad Nasir bin Wan Abdul Rahman Director2 Norehan bt Md Shariff Deputy Director (Academic)3 Aminuddin bin Ibrahim Head of Department

Research Fellow (Polytechnic)

NO NAME1 Dr Hasnim bin Harun (Chief, Bureau of Research and Innovation)2 Dr Suzan binti Impak3 Azman B Talib4 Farah Asyikin Abd Rahman5 Shalizan B. Kadir6 Norzila Salim7 Halina Binti Hamid8 Alester G Jakuil9 Grace Jennifer Philip10 Cynthia Nicholas11 Julkifli bin Awang Besar12 Bahril bin Balli

Research Fellow in Diploma in Civil Engineering

NO NAME1 Subir Bin Musta (Head of Program)2 Halina Binti Hamid3 Rukinah Binti Samuing @ Nanang

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ABSTRACT

The purpose of this Programme Exit Survey (PES) was to provide data to gauge perceptions

of various aspects of programmes and services offered and to identify areas where

improvements may be needed in the Department of Civil Engineering (JKA), Politeknik Kota

Kinabalu (PKK). This PES was conducted on 62 final semester students, graduating from

Diploma in Civil Engineering (DKA). They were the first Cohort whose intake was in June

2010. The survey questionnaire had five main sections: respondents’ profile; assessment of

overall quality; assessment of skills and knowledge; assessment of Lecturers and Academic

Advisor; and assessment of academic resources and facilities. All the data were analysed

using the Statistical Product and Service Solutions (SPSS) software version IBM SPSS

Statistics 19.0. For the assessment of the overall quality, attribute for teaching and learning

experience was rated 76% with “very good” and “good”. Skills and knowledge section was

evaluated by relating the statements with nine items as stated in the Programme Learning

Outcomes (PLO). All the PLOs’ were marked at least “adequate” by 97% of the students.

Assessment on lecturers and academic advisor were rated average 49% as “very good” and

36 % as “good”. In terms of academic resources and facilities, the access to Wi-Fi had the

highest unsatisfactory concerned from the respondent whereby 20% rated the item as “poor”

and 29% as “marginal”.

Keywords: overall quality, skills and knowledge, lecturer and academic advisor, academic

resources and facilities

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1. INTRODUCTION

1.1 Programme Exit Survey (PES)

PES is a method of collecting information on the quality of diploma education from the

perspective of graduating students upon the completion of their diploma programme. This

report refers to an indirect measurement method by way of self-evaluation based on

individual perception for the assessment of PLO. PLOs are the specific statements of

graduates’ knowledge, skills and attitudes acquired at the end of the programme as evidence

for the programme objectives achievements [1]. This PES was conducted to assess the

graduate students’ satisfaction and perceptions about various aspects of their academic

experiences [2]. 82% of the final semester students from the DKA programme had

participated in the survey.

The main objectives of this PES are to [3]:

1) Determine the students perception in their attainment on the overall quality of

learning and teaching in PKK;

2) Determine the students self-assessment of knowledge, skills and soft skills

achievement after going through the PLOs of the programme;

3) Evaluate the students’ opinion towards contributions of Lecturer and Academic

Advisor system implemented based on Outcome Based Education (OBE) approach;

4) Evaluate the students’ opinion towards academic resources and facilities provided in

PKK.

1.2 Programme Learning Outcomes (PLO)

OBE is an educational philosophy that believed that educational assessment should recognise

and reflect progress made by individual students. PLOs are statements that describe what

graduates are expected to know or be able to do on graduation. In the curriculum for DKA

programme it has been specified that there are nine (9) PLOs’ to be acquired by the graduates

upon graduation [4]. The nine PLOs are as follows:

I. Apply knowledge of mathematics, science and engineering fundamentals to well

defined civil engineering theories and procedures.

II. Use necessary skills and technique to conduct experiment and civil engineering

practices

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III. Communicate effectively both in written and spoken form with other collegue and

community.

IV. Provide effective solution to civil engineering problems.

V. Develop social responsibilities and humanistics values.

VI. Recognise the need and to engage in, lifelong learning and professional development.

VII. Apply entrepreneurship skill for career development.

VIII. Adhere to professional codes of ethics to adapt in working environment.

IX. Demonstrate effective leaderships skills and team work responsibilities

2. METHODOLOGY

This survey involved 62 DKA students from December 2012 semester. Students were asked

to fill up the PES questionnaires which were posted online and 82% of them responded. The

respondents were required to evaluate and rate themselves based on 5-Likert Scale indicated

below [5]:

1 = Poor

2 = Marginal

3 = Adequate

4 = Good

5 = Very good

Student’s satisfaction and acceptance level were determined from the level of the likert scale.

Very good, Good and Adequate indication rate shows the students were satisfied with the

item. While Marginal and Poor indication rate shows the program needs some improvements

and correction.

This online survey was conducted between Marchs until May 2013. The survey

questionnaires were divided into five sections as follows:

i. Section A: General Information

ii. Section B: Overall Quality of Teaching and Learning

iii. Section C: Skills and Knowledge

iv. Section D: Contributions of Lecturers and Academic Advisors

v. Section E: Academic Resources and Facilities

The data collected in this survey was processed through Statistical Product and Service

Solutions (SPSS) software version IBM SPSS Statistics 19.0.

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The questionnaires were based on students’ perception on teaching and learning in

PKK, students’ response on skills and knowledge related to PLO’s, students attainment on

the soft skills, students’ rating for lecturers and academic advisors contribution, student’s

opinion towards academic resources, overall services and facilities in PKK [6,7]. This

assessment strategy was aligned with the Curriculum Development Cycle - “develop-

implement-review” as required by the MQA in order to improve the quality of programme. A

description of the survey findings is discussed below.

3. RESULTS

The response from the students were analysed based on the following four criteria:

i. Students’ response towards the Overall Quality

ii. Students’ response on Skills and Knowledge

iii. Students’ ratings for Lecturer and Academic Advisor contributions

iv. Students’ opinion towards Academic Resources and Facilities

In Section C: (Skills and Knowledge) the statements have been classified under a particular

PLO so that the data analysis can be done appropriately for accreditation purposes. The

results can be used an indicator to show how well the students have acquired their skills and

knowledge as required in the PLOs of the programme.

3.1 SECTION B: OVERALL QUALITY

Overall Quality was evaluated by relating the students experience with the teaching and

learning environment in PKK. Two survey statements were as follows:

a) What is your impression on the overall quality of curriculum; and teaching and learning

at PKK?

b) To what extent has the quality of teaching and learning in PKK improved since you

were here?

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Figure 1: Overall Quality rating

For statement (a) (Figure 1), 30 of the respondents (59%) agreed and categorized as

“good” for the impression on the overall quality of curriculum and teaching and learning at

PKK. The other 11 (22%) responded “very good” while 9 (18%) expressed as “adequate”.

1(2%) respondent rated for “marginal” and no respondent rated “poor” indication.

While for statement (b), 26 (51%) of the respondents agreed that item “to what extent

has the quality of teaching and learning in Politeknik Kota Kinabalu improved since you

were here” the scale given was “good”. The other 10 (20%) responded “very good” while 15

(29%) expressed “adequate”. No respondent rated for “marginal” and “poor” indication.

From the analysis on overall quality, 98% of DKA students were satisfied with the

overall quality for this programme during their study in PKK based on the experience with

the teaching and learning environment.

3.2 SECTION C: SKILLS AND KNOWLEDGE

In assessing the skills and knowledge of the students, the statements had been classified into

nine PLOs as follows:

3.2.1 PLO 1 (Knowledge)

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For PLO 1 (Knowledge), four statements were given as follows:

a) I am able to apply knowledge of core discipline courses in my programme.

b) I am able to apply knowledge of specialized courses in my programme.

c) I am able to apply knowledge of elective courses in my programme.

d) I am able to understand the technological applications relevant to my programme of

study.

For statement (a) (Figure 2), I am able to apply knowledge of core discipline courses in

my programme and (b) I am able to apply knowledge of specialized courses in my

programme, all 51 respondents had rated for the same score. A total of 15 (29%) respondents

rated “very good”. The other 29 (59%) for figure (a) and 28 (55%) for figure (b) respondent

selected “good” while 7 (14%) for figure (a) and 8(16%) for figure (b) responded “adequate”,

respectively.

Figure 2: PLO 1 Knowledge rating

For the third statement (c) I am able to apply knowledge of elective courses in my

programme, a total number of 15 (29%) respondents rated “very good” while 30 (59%) rated

as “good”.

Moving to the fourth statement (d) I am able to understand the technological

applications relevant to my programme of study, the highest score was for “good” with 26

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(51%) respondents while 14(27%) respondents rated “very good” and 11 (22%) responded

for “adequate”. No respondent rated for “marginal” and “poor”.

100% of DKA students were satisfied with the knowledge they gained and agreed that

they had understood the relevancy of the technological application during their studies in

PKK.

3.2.2 PLO 2 (Technical & Practical Skills)

For PLO 2 (Technical & Practical Skills), three statements were given as follows:

a) I am able to apply information technology in my programme.

b) I am able to demonstrate my practical skills effectively.

c) I am able to use computing technology for applications in my programme.

Figure 3: PLO 2 Technical & Practical Skills rating

For statement (a) (Figure 3), I am able to apply information technology in my

programme 15 (29%) respondents rated “very good”. The other 23 (45%) responded “good”

while 13 (26%) expressed “adequate”. No respondent rated for “marginal” and “poor”.

Moving to statement (b) I am able to demonstrate my practical skills effectively, the

highest rated is for “good” indicator with 24 (47%) respondent while 20 (39%) respondents

rated “very good” and 7 (14%) responded “adequate” rating. No respondent rated for

“marginal” and “poor”.

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While for statement (c) I am able to use computing technology for applications in my

programme, the highest rated was for “good” indicator with 23 (45%) respondents while 19

(37%) respondents rated “good” and 8 (16%) responded “adequate” rating. Almost no

respondent rated for “marginal” and “poor” indication for all statements under PLO 2 except

for statement (c) which is 1(2%) respondents rated “marginal”.

As a conclusion, average 99% of DKA students were satisfied and were able to make

use of technical & practical skills they gained during their studies in PKK.

3.2.3 PLO 3 (Communication Skills)

For PLO 3 (Communication Skills), three statements were provided as follows:

a) I am able to communicate effectively orally/visually (informal / formal / conversational

/ presentation).

b) I am able to communicate effectively in writing (writing reports and expressing ideas

and opinions clearly and concisely).

c) I am able to use computing technology in communications.

Figure 4: PLO 3 Communication Skills rating

For statement (a) (Figure 4), 23 (45%) respondents rated “very good” for I am able to

communicate effectively orally/visually (informal / formal / conversational / presentation).

The other 24 (47%) responded “good” while 4 (8%) responded “adequate”.

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Statement (b), meanwhile, a majority of 30 (59%) respondents rated “good”. The

other rated for “very good” with 14 (27%) respondent and 7 (14%) for “adequate”

respectively. In fact, all the DKA students were getting familiar with reports writing since

their first semester in PKK.

Further, for statement (c), 15 (29%) respondents rated “very good”. The other 29

(57%) responded “good” while 7 (14%) responded “adequate”. Still no respondent rated for

“marginal” and “poor” indication for all statements under PLO 3.

We can conclude that, 100% of DKA students were satisfied and were able to

communicate effectively after finish their studies in PKK.

3.2.4 PLO 4 (Critical Thinking & Problem Solving Skills)

For PLO 4 (Critical Thinking & Problem Solving Skills), three statements were given as

follows:

a) I am able to solve problems using methods, tools and skills related to my programme.

b) I am able to think critically and logically.

c) I am able to plan, organize and complete a task.

Figure 5: PLO 4 Critical Thinking & Problem Solving Skills rating

Under PLO 4 (Figure 5), Critical Thinking & Problem Solving Skills, for statement

(a) a majority of 28 (55%) respondents rated “good”. The other 14 (27%) responded “very

good” while 9 (18%) responded “adequate”.

Moving to statement (b) I am able to think critically and logically, the highest rated

was for “good” indicator with 32 (63%) respondents while 14 (27%) respondents rated “very

good” and 5 (10%) responded “adequate” rating.

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Finally for statement (c), a total of 17 (33%) respondents rated “very good”. The other

29 (57%) responded “good” while 5 (10%) responded expressed “adequate”. No respondent

rated for “marginal” and “poor” indication for all statements under PLO 4.

As a conclusion on this section’s analysis, that is, 100% of DKA students were

equipped with critical thinking & problem solving skills which they gained during their

studies in PKK.

3.2.5 PLO 5 (Social Skills and Responsibilities)

For PLO 5 (Social Skills and Responsibilities), three statements were given as follows:

a) I am able to understand the role of my work in relation to social or cultural issues.

b) I am aware of the value of considering diversity and differences in cultures in my work.

c) I am aware of the impact of my work in a social context.

Figure 6: PLO 5 Social Skills and Responsibilities rating

Figure 6, statement (a) I am able to understand the role of my work in relation to

social or cultural issues were rated by 15 (29%) respondents as “very good”. Statement (b)

was answered by a total of 19 (37%) rated as “very good” while statement (c) was by 17

(33%) rated as “very good”.

Statement (a) I am able to understand the role of my work in relation to social or

cultural issues was rated by 29 (57%) respondents as “good”. For statement (b) I am aware of

the value of considering diversity and differences in cultures in my work was 25 (49%) rated

as “good” while statement (c) is by 27 (53%) rated as “good”.

A total of 7 (14%) respondents rated as adequate for all statement .No respondent

rated for “marginal” and “poor” indication for all statements under PLO 5.

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Thus under PLO 5 we can conclude that, 100% of DKA students were aware of their

responsibilities in social context and able to associate with community effectively which they

gain during their studies in PKK.

3.2.6 PLO 6 (Continuous Learning & Information Management Skills)

For PLO 6 (Continuous Learning & Information Management Skills), four statements were

provided as follows:

a) I am able to continuously learn new skills and knowledge.

b) I am able to engage in continuous learning beyond the classroom.

c) I am able to learn and apply new concepts.

d) I am able to use information resources (databases, libraries, internet etc).

Table 1: PLO 6 Continuous Learning & Information Management Skills rating

ResponsesPoor Marginal Adequate Good Very good

Question (a)

Qty 0 0 1 23 27% 0.0 0.0 2.0 45.1 52.9

Question (b)

Qty 0 0 3 25 23% 0.0 0.0 5.9 49.0 45.1

Question (c)

Qty 0 0 6 30 15% 0.0 0.0 11.8 58.8 29.4

Question (d)

Qty 0 0 3 30 18% 0.0 0.0 5.9 58.8 35.3

For PLO 6 assessments, statement (a) (Table 1), I am able to continuously learn new

skills and knowledge 27 (52.9%) respondents rated “very good”. A total of 23 (45%)

responded “good” while 1 (2.0%) responded “adequate”.

Moving to statement (b), the highest rated was for “very good” indicator with 23

(45.1%) respondents while 25 (49.0%) respondents rated “good” and 6 (11.8%) responded

“adequate” rating.

For statement (c) 16 (40.0%) respondents rated “very good” for I am able to learn and

apply new concepts. The other 18 (45.0%) responded “good” while 6 (15.0%) responded

“adequate”.

Finally for statement (d) I am able to use information resources (databases, libraries,

internet etc), 18 (35.3%) respondents rated “very good”. Majority of 30 (58.8%) responded

“good” while 3 (5.9%) responded “adequate”. No respondent rated for “marginal” and “poor”

indication for all statements under PLO 6.

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So under PLO 6 we can summarize that, 100% of DKA students were able to learn

new skills and knowledge and able to use information resources effectively after their study

in PKK.

3.2.7 PLO 7 (Management & Entrepreneurial Skills)

For PLO 7 (Management & Entrepreneurial Skills), two statements were provided as follows:

a) I am able to build/develop my career upon completion of my studies.

b) I am able to develop time management skills.

Figure 7: PLO 7 Management & Entrepreneurial Skills rating

Figure 7 shows the rating result for PLO 7. For statement (a) I am able to

build/develop my career upon completion of my studies. 18 (35.3%) respondents rated it as

“very good”. 28(54.9%) of them responded “good” while the rest 5 (9.8%) responded

“adequate”.

As for statement (b), the highest rating is for “good” indicator with 30 (58.8%)

respondents while 17 (33.3%) respondents rated “very good” and 4 (7.8%) others responded

“adequate” rating. No respondent rated for “marginal” and “poor” indication for all

statements under PLO 7.

We can conclude that, 100% of the respondents feel satisfied and believed that their

management & entrepreneurial skills were developed in PKK.

3.2.8 PLO 8 (Professionalism, Ethics & Moral)

For PLO 8 (Professionalism, Ethics & Moral), two statements were provided as follows:

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a) I am able to understand the professional and ethical responsibilities related to my work.

b) I am aware of the importance of safety issues related to my work.

Figure 8: PLO 8 Professionalism, Ethics & Moral rating

Under PLO 8, for “very good” rating (Figure 8), statement (a) I am able to understand

the professional and ethical responsibilities related to my work rated by 21 (41.2%)

respondents while statement (b) I am aware of the importance of safety issues related to my

work. rated by a number of 27 (52.9%) respondents.

While for “good” rating, statement (a) was rated by 24 (47.1%) respondents and for

statement (b) was rated by 23 (45.1%) respondents.

Finally for “adequate” rating, total of 6 (11.8%) rated for statement (a) while only 1

(2.0%) rated for statement (b). No respondent rated for “marginal” and “poor” indication for

all statements under PLO 8.

So we can conclude that, 100% of DKA students understood the professional and

ethical responsibilities and were aware of the importance of safety issues related to their work

during their studies in PKK.

3.2.9 PLO 9 (Leadership & Teamwork Skills)

For assessment of the PLO 9 (Leadership & Teamwork Skills), four statements were

provided as follows:

a) I am able to work with individuals from different backgrounds.

b) I am able to work successfully as a member of a team.

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c) I am able to work successfully as a leader of a team.

d) I am able to function in multidisciplinary teams.

Table 2: PLO 9 Leadership & Teamwork Skills rating

ResponsesPoor Marginal Adequate Good Very good

Question (a)

Qty 0 0 5 23 23% 0.0 0.0 9.8 45.1 45.1

Question (b)

Qty 0 0 4 23 24% 0.0 0.0 7.8 45.1 47.1

Question (c)

Qty 1 0 16 22 12% 2.0 0.0 31.4 43.1 23.5

Question (d)

Qty 0 1 5 28 17% 0.0 2.0 9.8 54.9 33.3

For “very good” rating (Table 2), statement (a) I am able to work with individuals

from different backgrounds rated by 23 (45.1%) respondents while statement (b) was rated by

a number of 24 (47.1%) respondents, statement (c) I am able to work successfully as a leader

of a team by 12(23.5%) respondents and statement (d) I am able to function in

multidisciplinary teams rated by 17 (33.3%) respondents.

On the other hand, statement (a) was rated by 23 (45.1%) as “good”, statement (b)

was 23 (45.1%), statement (c) received 22 (43.1%) and statement (d) was 28 (54.9%)

respondents.

Next for “adequate” rating, only 5 (9.8%) rated for statement (a), 4 (7.8%) rated for

statement (b), statement (c) by 16(31.4%) while statement (d) rated by 5 (9.8%) respondents.

There was 1 (2.0%) respondent who rated for “marginal” for statement (a) and

1(2.0%) respondent who rated for “poor” indication for statement (c).

So under PLO 9 we can summarize that, 96% of DKA students were able to work in a

team successfully and capable of being a leader after finishing their studies in PKK.

3.3 SECTION D: CONTRIBUTIONS OF LECTURERS AND ACADEMIC

ADVISORS

Responses from students towards the lecturers and academic advisors’ contributions are

summarized below. Graduates were asked to offer insights of encouragement given into the

programme delivery process. Six attributes of encouragement were offered and they are given

as follows:

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To what extent did your lecturer/academic advisor encourage you to:

a) Set high expectations for learning?

b) Be an actively involved learner?

c) Show concern for student learning?

d) Provide feedback frequently and promptly?

e) Effectively communicate critical concepts and ideas?

f) Incorporate teamwork as part of the learning process?

Table 3: Contributions of Lecturers and Academic Advisors rating

ResponsesPoor Marginal Adequate Good Very good

Question (a)

Qty 0 1 6 24 20% 0.0 2.0 11.8 47.1 39.2

Question (b)

Qty 0 1 6 23 21% 0.0 2.0 11.8 45.1 41.2

Question (c)

Qty 1 0 5 28 17% 2.0 0.0 9.8 54.9 33.3

Question (d)

Qty 1 0 8 25 17% 2.0 0.0 15.7 49.0 33.3

Question (e)

Qty 1 0 9 24 17% 2.0 0.0 17.6 47.1 33.3

Question (f)

Qty 0 1 7 26 17% 0.0 2.0 13.7 51.0 33.3

From Table 3 for the attribute of statement (a), 20 (39.2%) of the respondents said

that it was “very good” while 24 (47.1%) disclosed that it was “good”. 6(11.8%) respondent

rated “adequate and 1(2.0%) rated “marginal” and no respondent rated “poor”.

For statement (b), 21 (41.2%) respondents rated it as “very good”. While 23 (45.1%)

rated that it was “good” and 6 (11.8%) rated it as “adequate”. There is 1 (2%) respondent

claim “marginal”. For statement (c), 17 (33.3%) of the respondents rated as “very good” and

28(54.9%) respondents rated that it was “good” and rest 5 (9.8%) respondents rated it as

“adequate” while 1(2.0%) respondent rated “poor”. For statement (d),17(33.3%) of the

respondents rated the feedback as “very good”, while 25 (49.0%) stated that it was “good”, 8

(15.7%) rated as “adequate” and 1(2.0%) rated “Poor” . For statement (e), 17 (33.3%) of the

respondents rated it as “very good” while 24 (47.1%) rated it as “good” and 9 (17.5%) rated it

as “adequate”. 1(2.0%) respondent rated Poor.

Finally for statement (f) 17 (33.3%) of the respondents rated it as “very good” and

26(51%) “good”, respectively, 7 (13.7%) rated as “adequate”. Only 1(2%) respondent No

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respondent rated for “marginal” and “poor” indication for all six statements under this

section. So 92% of DKA students were satisfied with the contributions of lecturers and

academic advisors during their studies in PKK.

3.4 SECTION E: ACADEMIC RESOURCES/FACILITIES

In the education eco-system, academic resources/facilities were important in terms of

educational hardware. The teaching and learning process would be greatly enhanced provided

that there were sufficient resources/facilities for students to thrive academically. Table 4

shows the percentage of respondents’ ratings towards the sufficiency of resources/facilities at

the PKK. Eleven statements of resources/facilities were given as follows:

To what extent did Politeknik Kota Kinabalu provide you with the following

resources/facilities?

a) Operation hours of the library

b) Access to databases and collections both physically and online in the library

c) Easy and responsive services of the HEP staff

d) Easy and responsive services of the counselling staff

e) Easy and responsive services of the library staff

f) Easy and responsive services of the administration staff

g) Access to Wi-Fi internet

h) Quality of computer labs

i) Quality of laboratories / workshops / kitchens

j) Quality of classrooms

k) Quality of sports and recreational facilities

Table 4: Academic Resources/Facilities rating

ResponsesPoor Marginal Adequate Good Very good

Question (a)

Qty 0 1 11 27 12% 0.0 2.0 21.6 52.9 23.5

Question (b)

Qty 2 3 15 22 9% 3.9 5.9 29.4 43.1 17.6

Question (c)

Qty 1 2 16 23 9% 2.0 3.9 31.4 45.1 17.6

Question Qty 3 2 16 19 11

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(d) % 5.9 3.9 31.4 37.3 21.6

Question (e)

Qty 1 1 12 26 11% 2.0 2.0 23.5 51.0 21.6

Question (f)

Qty 1 1 17 24 8% 2.0 2.0 33.3 47.1 15.7

Question (g)

Qty 10 15 11 11 4% 19.6 29.4 21.6 21.6 7.8

Question (h)

Qty 3 13 16 14 5% 5.9 25.5 31.4 27.5 9.8

Question (i)

Qty 0 7 20 18 6% 0.0 13.7 39.2 35.3 11.8

Question (j)

Qty 2 6 21 17 5% 3.9 11.8 41.2 33.3 9.8

Question (k)

Qty 2 8 20 15 6% 3.9 15.7 39.2 29.4 11.8

From Table 4 for the statement (a), 12 (23.5%) of the respondents said that the

operation hours of the library was “very good” and 27(52.9%) respondent claimed “good”

rating. 11(21.6%) respondent rated “adequate” and next only 1 (2.0%) respondents rated

“marginal” .

For statement (b) 9 (17.6%) of the respondents rated it as “very good” for the library

collection, while 22 (43.1%) stated that it was “good” and 15 (29.4%) rated as “adequate”.

3(5.9%) rated for “marginal” and 2(5.9) respondent rated for “poor”.

Statement (c), 9 (17.6%) of the respondents rated the services of the HEP staff “very

good” and 23 (45.1%) stated that it was “good” and 16 (45.10%) as “adequate”. 2 (3.9%)

rated as “marginal” and only 1 (2.0%) rated as “poor”.

Moving to statement (d), 11 (21.6%) of the respondents rated the counselling services

as “very good”. While 19 (37.3%) rated that it was “good” and 16 (31.4%) rated as

“adequate”. 2(3.9%) respondent rated for “marginal” but and 3(5.9%) respondent rated for

“poor”.

Next for statement (e), 11 (21.6%) of the respondents rated the services of the library

staff as “very good” and 26 (51.0%) of respondent rated “good”. 12(23.5%) respondent rated

as “adequate” and 1(2.0%) respondent rated both “marginal” and “poor”.

For statement (f) 8 (15.7%) of the respondents rated the services of the administration

staff as “very good” on the other hand 24 (47.1%) rated it as “good”. 17 (33.3%) rated it as

“adequate” and 1 (2.0%) rated it as “marginal” and “poor” respectively.

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Statement (g), 10 (19.6%) respondents rated it as “poor” for the Wi-Fi internet

services in PKK. While 15 (29.4%) rated that it was “marginal” and 11 (21.6%) rated as

“adequate”. and “very good” respectively and only 4(7.8%) respondent says “good”.

Next for statement (h), a total of 14(27.5%) respondents rated “good” on the quality of

computer labs. While only 5 (9.8%) rated it as “very good” and 16 (31.4%) rated it as

“adequate”. 13 (25.5%) rated for “marginal” and 3 (5.9%) rated it as “poor”.

For statement (i) 6 (11.8%) of the respondents rated the quality of laboratories /

workshops / kitchens as “very good” and 18 (35.3%) as “good” and 20 (39.2%) rated as

“adequate”. On the other hand for “marginal” was 7 (13.7%) respondent. No rated for “poor”.

Moving to statement (j), 5 (9.8%) respondents rated the quality of classrooms as “very

good”. While 17 (33.3%) rated it as “good” and 21 (41.2%) rated as “adequate”. 6 (11.8%)

respondent rated “marginal” and there was 2 (3.9%) respondent rated “poor”.

Finally for statement (k), 6 (11.8%) respondents rated the quality of sports and

recreational facilities in PKK as “very good” and 15 (29.4%) rated it as “good”. 20 (39.2%)

rated for “marginal” and 8 (15.7%) rated for “adequate”. Only 2 (3.9%) respondents rated for

“poor”.

Concluding this section’s analysis, 91.4% of DKA students were satisfied with the

academic resources/facilities provided during their study in PKK.

4. CONCLUSION

The results of the survey indicated high considerable for Overall Quality of teaching and

learning since 81% students rated as “very good”, “good” and “adequate” measures of

achievement for all the statements. Thus students were satisfied with the overall quality of

teaching and learning in PKK.

Over 97% of graduates agreed that they had achieved the PLOs of the programme.

The data showed majority of students responded between “very good’ to “good” scale in this

Skills and Knowledge assessment. The rest of the graduates perceived and rated at least

“adequate” scale for all PLOs (soft-skills and knowledge-skills) acquired by the graduates.

Evaluation of the graduates’ opinions towards contributions of lecturers and academic

advisors system implemented also showed that graduates were satisfied with the lecturers.

Result showed that 98% of graduates rated very “good”, “good” and “adequate” scale. This

also supports the implementation of OBE in PKK which emphasized for student-centred

learning.

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Finally 91.4% graduates were satisfied with the academic resources and facilities

provided. The most significant item that graduates were not satisfied with was the Wi-Fi

internet access in PKK where 25% of them rated for “marginal” and “poor”. Insufficient Wi-

Fi coverage around PKK was due to lack of Access Point (AP) installed.

This exit survey was found to be an essential tool to help identify the areas needs to

be improved in the quality of education as a whole in PKK especially for Diploma in Civil

Engineering (DKA).

REFERENCES

[1] Sani, M.S.M. (2009) Exit Surveys Assessment of Bachelor Mechanical Engineering

Programs at Universiti Malaysia Pahang. Proceedings of MUCEET 2009.

[2] Mohamed, A. (2012) Graduate Students’ Perspectives on Study Environment Based on

Exit Survey. Asian Social Science Vol. 8(16), 200-208.

[3] Zainulabidin, M.H. (2012) Indirect Program Learning Outcomes (PLO) Attainment for

the Bachelor of Mechanical Engineering with Honours (BDD) Degree Program.

FKMP OBE Committee Report 2012.

[4] COPPA. (2008) Code of Practice for Programme Accreditation. Malaysian Qualification

Agency.

[5] Adler, K. (2012) School Exit Surveys What you should know before you start. Michigan

State University.

[6] UNLV. (2011) Graduating Senior Exit Survey Report. University of Nevada Las Vegas

Office of Academic Assessment.

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[7] Quality Support Unit. (2011) Exit Survey 2010. University of Limerick.

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